Education is a tool for empowerment for all generations and all classes. It has the power to redefine a person and facilitate upward social mobility. Yet, it can also be used as a tool for oppression when no attention is paid to how it is implemented. This book chapter analyses some inherent barriers in the Zimbabwean education system that affect inclusion, considering the context in which learners with disabilities have coped in the past and the present. Using the case study of blind learners, I will draw on the experiences of the study participants I interviewed for my much broader doctoral research. The research was conducted over six months, enabling me to draw some conclusions on how effective inclusive education is for someone blind.